ABSTRACT
This chapter explores, in the first part, the conditions under which aesthetic experience – understood as the systematic exploration of works of art – may enhance the kind of learning that aims to transform learners’ distorted assumptions that they take for granted. In the first part, views of major theorists who claim that our contact with art may unearth critical reflection and revised insights on assumptions which necessitate reassessment are presented. However, the literature lacks one specific educational method aiming to embody aesthetic experience in the processes of learning for change. This fact led the author of the chapter to create the method ‘transformative learning through aesthetic experience’. The seven stages of the method are analytically presented in the second part of the chapter together with the relevant theoretical background. The presentation of an example is also included aiming to illustrate the method’s rationale.
